COURSEWARE FOR TRAINING OF TRAINERS AND USERS ON THE SPECIAL APPLICATIONS OF INTERNET-BASED SERVICES IN THE FIELDS OF CULTURAL EDUCATION CHAPTER 4

COURSEWARE FOR TRAINING OF TRAINERS AND USERS ON THE SPECIAL APPLICATIONS OF INTERNET-BASED SERVICES IN THE FIELDS OF CULTURAL EDUCATION CHAPTER 4 Abstract. Learning material is a step- by-step guide to help beginners to design webbased training course for adult learners. This material will answer question What does he/she do to go from identified training needs to competed course. This material is a tool to help design an effective, efficient and engaging computer-based training. The sequential model for course design is used. The material reflects author s experience managing the distance education course development project of EU Phare programme. Learning material is oriented for non-informatics based target audience (e.g. people working in cultural areas, such as museums, libraries). Objectives of the course: To provide the participants with the understanding of the e-learning role in the new economics. To give the knowledge and the know-how to design the powerful training To give the skills to create the web-based training classroom or course. Structure of the course package. Training material is presented in two forms: o Notes of lessons in MS Word format text supplemented with MS Power Point slides. o Whole multimedia course in HTML format. Material is divided into 7 sections. Each section consists of introduction, lectures, case studies, activities and self-assessment questions. The activities foresee participants active involvement. The self-assessment questions have the knowledge summarising purpose. Bibliography, wide list of Internet resources and extensive list of terms are presented in HTML format. Keywords: web-based, computer-based, training, e-learning, planning, design, development, production, implementation, evaluation, assessment, assignment, communication, collaboration, learner, tutor, trainer, internet, HTML, WWW. UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-1

CHAPTER 4 TABLE OF CONTENTS 1. E-Learning 4 1.1. The Learning Management System 5 1.2. Use of Educational Technologies 6 2. Tools 9 2.1. To buy or to develop own classroom or course? 9 2.2. Viewing Tools 9 2.3. Authoring Tools 10 2.4. Communication Tools 11 2.5. Integrated Distributed Learning Environments 11 3. Powerful Training 12 3.1. Features of Powerful Training 12 3.2. Instructional Strategies 13 3.3. Web-based Training Approaches 14 3.4. Web-Based Instruction Structures 15 4. The Design Process 16 4.1. Analysis 17 4.2. Designing the Structure 18 4.3. The Layout 20 5. Production 21 5.1. Content Preparation 22 5.2. Content Distribution 24 6. Online Learner Assessment 24 6.1. Forms of Assessment 25 6.2. Assessment Design 25 6.3. Implementing a Test 26 6.4. Tools 28 6.5. Test Creation 28 7. Evaluation 30 7.1. Types of Evaluation 30 7.2. Evaluating the Quality of a Web-Based Training System 31 7.3. CASE STUDY: Learning material evaluation form 33 8. Bibliography 34 9. Resources on Internet 34 10. Glossary of Main Terms 34 PowerPoint Slides 1-28 for the Chapter 4 SPECIAL WEB SITE CREATED FOR WEB BASED TRAINING UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-2

Virginija Limanauskiene virga@soften.ktu.lt Kaunas University of Technology Lithuania Abstract. Learning material is a step- by-step guide to help beginners to design webbased training course for adult learners. This material will answer question What does he/she do to go from identified training needs to competed course. This material is a tool to help design an effective, efficient and engaging computer-based training. The sequential model for course design is used. The material reflects author s experience managing the distance education course development project of EU Phare programme. Learning material is oriented for non-informatics based target audience (e.g. people working in cultural areas, such as museums, libraries). SLIDE 2 Objectives of the course: To provide the participants with the understanding of the e-learning role in the new economics. To give the knowledge and the know-how to design the powerful training To give the skills to create the web-based training classroom or course. Structure of the course package. Training material is presented in two forms: o Notes of lessons in MS Word format text supplemented with MS Power Point slides. o Whole multimedia course in HTML format. Material is divided into 7 sections. Each section consists of introduction, lectures, case studies, activities and self-assessment questions. The activities foresee participants active involvement. The self-assessment questions have the knowledge summarising purpose. Bibliography, wide list of Internet resources and extensive list of terms are presented in HTML format. SLIDE 3 Content of the training material: Section 1 aim to help learners to understand the challenge of information technology, benefits of e-learning, and the learning place in new economy. Section 2 aims to help learners to choose the tool for development their web-based training. Section 3 aims to give learners knowledge about powerful training, the components required for effective instructions, web-based training approaches. Section 4 describes the design process, gives the guide for course planning and design, helps learners to analyse the user need and to design the presentation and storage structure of their own course. UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-3

Section 5 discusses the web-based course content preparation and distribution. Section 6 aims to give the knowledge about forms of assessment and to help learners to implement online assessment. Section 7 discusses possible forms of web-based course evaluation, helps to create their own evaluation questionnaires. Delivery method. Intensive teaching in computer classroom supported by teaching material on CD is planned. Overall duration of the standard course delivery is 30 hours: 24 hours for distance learning (theory material learning, case studies, selfquestions, development of web-based course-project) 6 hours for face-to-face events (introductory lecture, labs, on-line test). Schedule for the standard delivery mode: No Delivery event 1 Kick- off session 2 Lecture and practice 3 Laboratory work 1. E-Learning Face-to face session (h) Assignment/ Self- study 2 Introductory acquaintance with trainer and learning environment. Theory sections 1-2. 2 Theory sections 3-5. Self-questions. Case studies. 2 Theory sections 6-7. Self-questions. Case studies Number of self-study (h) E-learning is defined as any use of technology for learning outside the boundaries of the physical classroom The growth of the Internet is bringing online education to people in corporations, institutes of higher learning, the government and other sectors [Hall, Brandon.2000 1 ]. The challenge of technology today is capturing information and building useful and meaningful databases whose contents are retrievable when and where needed. Both information technology and telecommunications are driving the need for e-learning and at the same time creating the means to accomplish it.. The Corporate University. In the knowledge economy, corporate universities and learning organizations are playing mission-critical roles within the organization. While some learning organizations may take traditional classroom approaches, others are using the benefits of e-learning to meet corporate objectives. Examples of other e- learning implementations within the enterprise include using technology to train technology, new product introductions, tracking regulatory compliance, on-demand task or skill references, degree programs from online universities and IT certifications. Enterprise-Wide E-Learning. Companies are creating enterprise- wide e-learning strategies now. They identify how the entire workforce can use e-learning. Strategic, enterprise-wide implementation of e-learning typically comprises one-third to one-half of the total training budget. Employees who need to learn new software solutions all at one time don't have to be dragged, group by group, into packed classrooms. Rather, they can find training on their desktops when they need it. 4 10 10 1 http://www.forbes.com/specialsections/elearning/ E-Learning: Building Competitive Advantage Through People and Technology UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-4

Cost and Time Savings. According to Training Magazine companies save between 50% to 70% when they replace instructor-led training with alternative electronic delivery. Housing and travel costs account for the majority of the savings. Modular e- learning allows training to be spread out over a period of several days. This flexibility allows the student to attend to business and then learn when he/she has the time to concentrate. The company benefits as the employee keeps work on schedule, and the student benefits by being able to progress with valuable course work. Depending on the complexity of the topic and the individual skill level, some students learn faster or slower than others. E-learning allows students to learn at their own pace. The slower student can review course material as often as necessary, redoing exercises or simulations until the information converts to knowledge. An average of 50% time savings has been found when comparing time-to-learn in a classroom versus on a computer. The scalability of e-learning allows one course to train thousands of students, as opposed to the ratios of 1 to 20 in the more traditional classes. Computer-based training reduces the total cost of training when compared with instructor-led training. The total cost of training includes the cost of development and the cost of delivery. Interactive training has a higher cost of development and a lower cost of delivery, while traditional training has a lower cost of development and a higher cost of delivery. The lower delivery cost for interactive training results primarily from a reduction in training time and the elimination of travel. A positive return on investment requires a training population large enough for the savings in delivery to offset the development cost. There is very strong evidence that computer-based training results in an equal or higher quality of learning over traditional instruction. A number of scientific studies have investigated this issue. The settings for the studies have included business and industry, the military, higher education institutions and elementary schools. 1.1. The Learning Management System The most important foundation for e-learning in your organization is a learning management system (LMS). A learning management system provides the infrastructure and database from which employees may quickly tap e-learning courses, registration and needs assessment, as well as receive just-in-time training. The infrastructure for e-learning gives managers the ability to track usage and scores, enable online registration, deliver courses and update calendars as needed. Learning management systems also can incorporate e-commerce to track payments from customers. Courses can be created once, then distributed to thousands of students simultaneously using LANs, WANs or the Internet. Training has play an integral role in overall organizational strategy. E-culture is the synergy among e-learning, knowledge management, and performance support and management practices. To implement e-learning effectively, organization has first develop or adapt a clear vision of optimising learning, knowledge and performance and how current technology can activate this vision. The vision increases company s openness to change. Change is the reason and the fuel for e-learning. Successful e-learning implementations confirm the need to combine the impact of standard enterprise-wide activities with flexible and quick local innovations and efforts. The best-practice organizations are using e-learning in all topic areas -- new product training, management development, leadership, sales, service, manufacturing. Your organization could get e-learning content from three sources: UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-5

Packaged courseware providers Custom developers Own internal development. E-learning is not about using the latest technology to replace the classroom. Nor is it about posting content on the Web to be downloaded or read. E-learning provides a new set of tools that can add value to all of the traditional learning modes - from classroom experiences to learning from books. As learning moves closer to the job, blended instruction addresses the need for more just-in-time and project-based learning, performance support, open and distance learning, expert assistance and a generally greater variety of events and experiences. It is important to say, that classroom-based training will continue to play an important role for a few reasons: 1. It is the best delivery approach for certain types of high-level learning, 2. It is the way some people prefer to learn and it is still the way many trainers prefer to teach. In the issue Understand the challenges of e-learning for your department. An e-learning implementation can be difficult. It is necessary to invest significantly in planning and strategy development. Each organization's e- learning plan is very specific to its own context. Use templates and "learning objects" which allow for reuse of content in various courses with the aim to save money and time. Interactive training has a higher cost of development and a lower cost of delivery, while traditional training has a lower cost of development and a higher cost of delivery. Learning portals are Web sites that create a learning community and provide access to content and learning resources. Note: Read more about learning in new economy in case studies and Internet resources. Carry out the activity Learning place in the new economy described in the course HTML format. 1.2. Use of Educational Technologies SLIDE 4 To identify appropriate use of new information technologies (IT) and clarify the kind of educational opportunities they support helps a layered approach [Recker, M. 1997]. The layered framework integrates a bottom-up view of information technology usage and a top-down view of education. The Figure1.1. in slide 4 shows the layers comprising the framework: 1. Delivery of material 2. Media 3. Computational activities within educational technologies 4. Modes of communication 5. The learning phase Delivery of material SLIDE 5 The delivery is the transmission of educational materials between learners, teachers and providers. The technologies supported delivery of material is: CD-ROMs, computer networking, Internet. UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-6

The most popular is Internet now. The only thing keeping the Internet from becoming the dominant technology based education delivery environment is current bandwidth and speed limitations. The access to digital libraries and information is an important potential of the Internet. But information access is only one aspect. More pertinent to education is that networking supports the formation of new learning communities. Distribute groups of students, teachers, mentors; experts can be involved in knowledge-building activities with new forms of communication and information media. Media Information technology supports these types of physical media: text, 2-D, 3-D graphics, animation, digital audio, digital video, virtual reality. Many factors affect the learning: students' background knowledge, their motivation and interests, their learning strategies and goals, and overall learning context. Therefore designers should focus on the cognitive and learning goals of particular educational contexts and seek to support those with educationally meaningful activities. The most important form of media is dynamic interactive representations, which learners can manipulate, that support a particular activity within discipline. Computational Activities These are computational activities that support learning: simulations, games, information browsing, and design environments. Simulations. Computer simulations provide environments where learners can interact in a simulated world and engage in activities otherwise not possible in the real world. For example, the haircutting simulation might enable a student to manipulate with the shapes of the coiffure, to suit it to the face. Or in astronomy simulation, the student can manipulate the force of gravitational attraction between the bodies and see the resulting effect on planets. These activities obviously can't be performed in the real world. Computer games. From the pedagogical standpoint, the challenge becomes embedding content within similarly motivating environments. Information browsing. Access to information requires teachers and learners to learn new skills of finding, evaluating and filtering the huge amount of information. This skills is called information literacy. Design environments. These are environments where students can design and built manipulatable artifacts. Through hands-on-design activity students train themselves in, for example, software development, testing. Computer based learning is interactive. There is no only mouse to click or button to push. Activities on the web must be educationally meaningful. Inventor of the WWW, Tim Berners-Lee (1996), proposes that designers must focus on supporting "inter-creativity" in computational activities. Learning environments must support both individual and collaborative abilities to build knowledge and to create. Communication Modes SLIDE 6 Modes of communication are typically considered along two dimensions: 1. Location 2. Time Putting these dimensions together we have 2x2 matrix, presented in the Table1. UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-7

TIME Same Different Table 1.1. Dimensions in modes of interactions. LOCATION Same Different Same-time/same -place. Lectures, Same-time/different-place. seminars in the classrooms Teachers and students are separated geographically, but are involved in activities at the same time. For example: discussions are communicated via audio conference in distance education course. Synchronous communication tools: digital video and audioconferencing, on-line chat. Different-time/same-place. Depository of the digital documents (hypertext, multimedia). Authors can update documents continually. Readers and authors can visit the depository at different times. Documents can serve as means for making and maintaining social groups, and as ways for coordinating social practise. The documents bring teachers, experts and students together collaboratively construct their world. Different-time/different-place. Asynchronous approaches to communication: e-mail, e-mailing lists, on-line bulletin boards, Internet newsgroups This approach provides a motivating and authentic collaborative context, in which students engage in inquiry and reflection activities. Asynchronous e-learning courses sometimes not satisfy the learners. The traditional, face-to-face classroom approach allows students to ask clarifying questions, drives a portion of the curriculum via discussion, and customizes the content to their immediate needs. The collaboration tolls support: Student-driven content questions responded to by tutors, mentors, or other students Instructor-monitored programs containing instructor feedback Robust, instructor-facilitated courses featuring assignments and tests via push E-mails, instructor graded tests, and post-training support Companies are using the web to provide an environment for team exercises, sharing of best practices, and building a learning community. Learning Phase From the educational standpoint this is the most important phase. Mayes (1995) proposes that within process of learning, there are 3 stages: 1. Conceptualisation, occurs when students are exposed to an new topic and asked to take on new concepts 2. Construction, occurs when students build ideas using these new concepts 3. Dialogue, when students talk about, debate, critique, and reflect upon these new concept. UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-8

These stages have the different implications in terms of the kind of activities, kind of IT and communication tools appropriate to each phase. 2. Tools 2.1. To buy or to develop own classroom or course? Building a e-learning environment is not a quick and simple process. To develop an appropriate Web-based classroom requires a number of skills, a fair amount a time and reasonable level of resources. The educators aim to use a teaching approach that is effective, efficient and enjoyable. New approaches offer possibilities to facilitate these aims. Organisations use their internal development groups for e-learning specific content development. Organisations use external resources for e-learning for the following reasons: 1. To obtain a unique skill set 2. Speed up the development process, 3. Access generic content, 4. Reduce costs. The manager of organisation (or educator) has to compare cost and risk of these two project options. SLIDE 7 Note for tutor: find out, have learners understanding about web-based training? Note: Carry out the activity To Change Training in Your Institution described in the course HTML format. Identify factors that influence the design of your web-based classroom. Without appropriate tools, developing and maintaining e-classroom require significant effort, time, resources and technical skills. The a tools could be researched into 2 categories: 1. Common web-publishing tools 2. Integrated distributed learning environments: Internet applications that integrate the multimedia information presentation, collaboration, and management tools of the internet into a virtual or on-line distance learning environment.. The number of systems is developed to help educators to construct and maintain the computer-based classroom. Software development companies developed integrated distributed learning environments which combine powerful Internet collaboration tools like e-mail, synchronous and asynchronous discussion, shared work spaces, Internet-based computer and video-conferencing and access to the WWW into one common easy-to-use application specifically designed for education and training delivery. Which of these tools to use? There is no one correct answer to this question. You have to compare the features, capabilities and requirements of these tools. Note: read about tool selection requirements in Case study in course HTML format 2.2. Viewing Tools Viewing tools include browsers and helper applications that will assist you and your learners in getting the most satisfaction from your Web-based classroom. The two UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-9

most popular browsers are those written by Netscape (Navigator) and Microsoft (Explorer). When a browser asks the server for a file that contains information other than HTML, it may not be able to display the contents of the file itself and will need to call another called a helper application or plug-in; it helps the browser to display the file. For example, you may need a helper application to display a video, to play a sound, or to display a word- processed file. Many software companies provide free viewers for their document format. These viewers allow learners to get a program that will view a file created by a specific application, but do not allow them to change their contents. For instance, Adobe Acrobat allows you to see PDF file, and Microsoft viewers allow you to see files created by Excel, PowerPoint, and Word. It is possible simply download files without calling a helper application. The usual way is to press the Shift key before clicking on a file, that allows to save the file or try clicking the right mouse button and selecting something like "Save As " 2.3. Authoring Tools 2.3.1. Common Tools Educator can use easy-to-use HTML editors and common web publishing tools to post class notes, assignments, case studies, graphics, video clips, simple animations, and sound clips on the Internet (or internal intranets) in support of their classroom activities. Note for tutor: find out the following: Knowledge level of learners. How well learners can work with computer in general? Are they familiar with Web browser and authoring tool? Text Formats and Creation Tools The vast majority of instructional and reference information on the Internet is stored in text format. Text often shapes the content and navigational structure of instructional multimedia. Hyper Text Mark-up Language (.HTML): The most common type of text used for education delivery is HTML. It is the native language read by Web browsers like Netscape and Internet Explorer. Its hypertext format is very useful for building in structured branching and navigational logic for educational purposes. HTML code and the navigational hyperlinks can be created using HTML editors (see Web page creation tools). Basic HTML files can also be created by using most common word processors (such as Microsoft Word) and converting the text to HTML. Adobe Acrobat (.PDF): Creates formatted text, which retain a published look and feel. Requires the Adobe Acrobat development tool to prepare.pdf files and the Adobe Acrobat browser plug-in for.pdf files to be displayed by common browser Common Text Formats (.TXT,.DOC,.RTF): Text files created in common word processors and text editors appear regularly on educational web sites for students to download and read using standard word processors and text editors on their local computer. A simple example would be embedding a Microsoft Word document (.doc), which students download and save to their hard disk for later access. Traditional Multimedia Tools. All of these tools use visual programming techniques to create applications and are capable of creating similar end products. They are however, quite different from UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-10

each other at the development level. Each system has distinct development terminology, methodology and metaphors for system interfaces. They are all authoring systems designed specifically for education, training and interactive information applications. Readers who interested in detailed distinctions and comparisons of each tool are referred to the web sites for each tool s parent company: Macromedia Authorware, Allen Communications Quest, Asymetrix Toolbook & Ingenium. Web Page Creation Tools: Microsoft FrontPage, Macromedia Dreamweaver, Adobe PageMill, Netscape Composer, HotDog Pro, HTML Assistant, HoTMetal. Web Page Tools with Added Instruction Templates: Macromedia Dreamweaver w/coursebuilder, click2learn Publisher. Additional Web Page Creation Tools Online Assessments: Question Mark, Irwin/McGraw-Hill ATLAS, InfoCheck, PSTC, PedagogueTesting. Graphics Tools: Macromedia Flash, Adobe PhotoShop, PaintShop Pro, CorelDraw. Note: use Internet resources and search to find more information about advanced tools. Find out: What graphics tools are used in your organisation? What word processors are used in your organisation? 2.4. Communication Tools The Internet has become a place of person to person interaction. There are a number of options now available for communication and collaboration. Tools such as e-mail, discussion lists, live chat, news groups, etc. are widely used in education. The applications such as Internet phones and desktop video conferencing and new shared work space tools are moving Internet conferencing to another level. The use of computer- mediated communication (CMC) offers a wide array of possible pedagogical approaches. The instructional model underlying these communication methods is Collaborative Learning. Communication tools are necessary for the learner guidance and practice/ feedback elements of effective instruction. Conferencing capabilities of the web are among the most active areas of development and educators continue are strong users. The use of CMC will be more successful if educator will be able to choose the most appropriate tool for training purposes. Note: Read about conferencing standards and tools in Course HTML format. 2.5. Integrated Distributed Learning Environments Integrated distributed learning environments (IDLE s) are newer tools. They are based more on a collaborative learning instructional paradigm than the selfinstructional paradigm of the multimedia authoring system. IDLEs make extensive use of the asynchronous and synchronous collaborative tools available via the internet. Because they have been built around the bandwidth limitations of the internet, they do not have the same sophistication of authoring logic built into them as traditional authoring tools. IDLE s are not multimedia development environments. Essentially the media creation tools and authoring tools of the web are the authoring tools of Integrated Distributed Learning Environments (IDLE s). IDLE s are client/server applications using standard internet protocols. Most have proprietary client side applications, but almost all now have enabled their software to be accessible via common Web browsers like Netscape Navigator and Microsoft Internet Explorer. The advantage of Web browsers as the interface for distributed UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-11

learning environments is that they are popular, easy-to-use, require no additional proprietary software on a users computer and provide cross platform access. Educational Uses: Integrated distributed learning environments were designed specifically for educational application. They have taken the stand alone synchronous and asynchronous collaboration capabilities of the internet and integrated them within a tool that mirrors the instructional process. These tools have primarily been used for the delivery of entire courses to remote learners (distance education), but they are being used increasingly as supplements to classroom-based education as well. Note: Analyse the case studies presented in the course HTML format: Information About Learning Environment, Environment Selection Requirements 3. Powerful Training SLIDE 8 There are conceptual and practical differences between education and training. Education is a process of building a knowledge base and the skills for further developing that knowledge base. Education often focuses on conceptual and historical knowledge. Training focuses more on building the specific areas of knowledge, skills, or attitudes that directly influence a person's ability to perform a job, execute the task, or solve a problem. Education focuses on learning about; training focuses on learning how. 3.1. Features of Powerful Training Powerful training is: effective, efficient, and engaging. training accomplishes specific objectives relevant to participants' success. Training is effective if it accomplishes its objectives and if those objectives are relevant to the participants' needs. Effective training provides a foundation that enables participants to perform the behaviours described in the objectives of the training, which in turn should relate directly to desired performance on the job or the life. training meets those objectives without wasting time and energy. Efficient training makes good use of participants' time and energies. The content and learning activities make the best use of time by directly supporting the learning objectives. The content and activities are as straightforward and uncomplicated as possible, so that the learner's energy is not drained unnecessarily. training attracts and involves learners and incorporates their experience into the learning. Features of the powerful training [Milano, Michael, 1998]: Is driven by objectives UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-12

Focuses on application Fits the characteristics of the learners Balances the diverse realties of multiple learners Places minimum reliance on the lecture-process approach Avoids having to correct for the "right response Includes appropriate evaluation points. There is certain design process model to be followed in order to produce web-based training. We have detailed this process on the following pages. 3.2. Instructional Strategies Web -based training could be defined as the use of the Internet for the delivery of designed, structured learning experiences. Like all structured learning, Webbased training is always the result of an instructional development process Instructional strategies are the methods used to present instructional sequences at the course level, unit level and lesson level. There are a number of guiding theories of instruction from behavioural, cognitive and constructivist perspectives [Nipper, Soren, 1999]. The most common approaches used for computer and Internet-based education is the cognitive approaches. Four components required for effective instruction: 1. Information presentation 2. Learner Guidance 3. Practice with Feedback 4. Learning Assessment Whether at the course, unit, or lesson level, these four functions should be fulfilled for effective instruction to take place. Internet-based media can be introduced to support any or all of these elements of effective instruction. Consider these examples of Internet usage for education delivery Example 1: A web site is developed as information container to supplement classroom education with text (course notes, assignments, pointers to external web sites), and other types of media (graphics, video clips etc.). This is the most common use of the web to support education and it supports only the information presentation function of effective instruction. This approach does not represent self-paced instruction or distance education but a replacement for the course syllabus and elements of course textbooks and references. The functions of learner guidance, practice and feedback, and student assessment are left to the classroom. Example 2: A web site is created to supplement classroom education similar to example 1, but a news group and e-mail discussion list is established for the instructor to communicate asynchronously (not in real time) with students to help guide their understanding of content and exercises. The instructor has also developed an on-line student assessment application, which allows students to take some tests on-line and submit them electronically to the instructor. In this example, the instructor has shifted more of the functions of effective instruction to Internet support including elements of learner guidance and learner assessment. The primary delivery vehicle is still the classroom however. UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-13

Example 3: An instructor with the support of an instructional designer and media developers prepares a series of Internet-based self -instructional tutorials or modules which present important concepts using simple simulations and video clips, provides interactive sequences of examples and non-examples to guide students through tough concepts, includes practice questions with computer generated corrective feedback, and finally presents on-line tests on the module concepts which are tracked and reported back to the instructor via an Internet application In this example, all four elements of effective learning have been shifted to the Internet environment. The modules are entirely self-instructional and no collaborative Internet tools like e-mail have been included. This approach is derived from the tradition of self-instructional, individualized computer-based training. Classroom sessions may still take place for other segments of the course. Example 4: An instructor, with the support of an instructional designer and media developer prepares an Internet-based distance education course for remote students. Information is presented primarily using WWW pages, embedded media files like graphics, simple animations, video and sound clips, and a supporting textbook. Collaborative tools like e-mail, discussion lists, live chat and a shared workspace are used for learner guidance, dialogue, and practice activities. As an experiment, the instructor also embedded a few multi-media self-instructional tutorials with computer-generated practice and feedback as exercises within some course units. Finally, all testing and student assessment were completed using various Internet tools. An Internet application was used to track student activity and assessment. In this example, the course was delivered virtually via the Internet. This approach is derived from the tradition of classroom, collaborative education. The electronic environment enhances the classroom model in a virtual space. In this context it is easy to recognize that many software tools could be used to support development and delivery of Web-based training. 3.3. Web-based Training Approaches Note: use the following list in the your course design step2. The list of possible approaches (Web-based course components): 1. Presentations by tutors (mini-lectures 2. Online publication details (copyright acknowledgements) 3. Teaching and learning model (role of discussion, role of collaboration), 4. Social communication (chat room or club) 5. Technical instructions (conferencing software details, technical requirements and advice) 6. Outline of course content (description, topics) 7. Online writing support (netiquette, citation, language /grammar tools) 8. Announcements (administrative news, new content) 9. Private communication (between students, tutor- student, between tutors) 10. Learning tasks and activities (individual tasks, collaborative tasks) 11. Assessed assignments (grading criteria, assignment submission) 12. Resource materials and documents (local and external sites, archived learners projects, recommended reading, online glossaries) 13. Materials on other media (CD ROM, print, video, audio) 14. FAQ UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-14

15. Public discussions (tutor or student led, course specific or related, forum or e- mail, current or archived) 16. Course evaluation (online questionnaire, e-mail feedback) 17. Timing (course schedule, interactive course map, assignments due to dates, scheduled online events) 18. Simulation 19. Tests 3.4. Web-Based Instruction Structures To set up your Web-based training system to facilitate constructivist learning, you should ensure it contains the following elements: A section that will gain students attention. A summary that places the lesson in the con-text of the information students has already learned. Consistent presentation style and structure. The presentation should be clear and follow a style that is consistent with the material, divided into manageable segments. Group work. Wherever possible, give students a chance and the encourage-ment to cooperate. Embedded questions. Create links to relevant pages using statements that include answers to questions students may want answered. Practice. Allow students to practice the knowledge they have learned. Feedback. Feedback is needed to identify to students and the educator problems students are having in understanding. Review. Reviewing the lesson is important to consolidate students' knowl-edge and to outline a context for the subject. Post knowledge. Encourage students to write up what they learned in the lesson in their own words or to write their own tutorial Learning guidance. You can provide students with a general guide. SLIDE 9, SLIDE 10 Note: Analyse the case study presented in the HTML format- summary of the course package European law in the fields of trade and services, legislation of the single market and consumer law (EUROLAW). Course was produced within the framework of the EU Phare Multi-country Programme for Distance Education implemented by the European Training Foundation 1997-1999. Possible structures of tutorials are the following: A structured tutorial simply presents a lesson, as a hierarchy of topics, one following the other, like a lecture or a textbook. Learners are presented with a list of possible topics, some of which have subtopics. The page also includes a navigation bar that students can use to move from one level of topic page to another, backward and forward. Each page in the tutorial has a navigation bar Note: look at the structure of this section HTML copy. It has the hierarchical structure. The unstructured tutorial is as an encyclopaedia. Look up a word in an encyclopaedia (for example, http://www.eb.com Britannica online) and it will provide a list of cross- references you can then proceed to look up. Such a tutorial structure is ideal for testing whether students understand the knowledge structure of a topic. In the topic's description, words and images act as links to other pages in the tutorial that explain the topic related to the word and provide yet more links. UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-15

A presentation structure is designed to provide a method of presenting information and is usually delivered in a linear fashion, such as lectures. You use a presentation structure on your Web-based system: a lecture, a slide show, or a guided tour of a topic. Note: look at the structure of this material MS Power Point presentation. It has the linear fashion An adaptive tutorial is one that picks the material to display based on information about the students. A supervised tutorial is one students undertake with the help of a tutor with whom they are in communication. A knowledge driven tutorial is one that operates by asking students a question at the end of the presentation of a topic. Selecting the correct answer will bring students to the next page of the tutorial. A troubleshooting guide usually consists of set questions representing common problem and actions to perform in response to those questions. For example, car manual, which takes the form of a list of questions and procedures. A troubleshooting guide is ideal for hypertext implementation because trainer could provide links to relevant pages to match the answers to the questions. Simulations give the possibility to interact with something. It could be simple picture or video loading or complicated simulations or laboratories experiments using languages like Java, Visual Basic. A simulation should be relevant to the topic are learned. It helps learners build mental model of the process. Note: Analyse the Example of Simulation placed in the course HTML format. A reference guide is simple list of terms learners may find useful. A reference guide usually consists of menu and terms. The glossary HTML page could be created with frames or without frames. Note: Look at the glossary HTML page of this chapter 4. Carry out the activities described in the course HTML format: The identification of elements of materials design, Web- based course planning 4. The Design Process SLIDE 11 Web - based education could be defined as the use of the Internet for the delivery of designed, structured learning experiences. Like all structured learning, Web- based education is always the result of an instructional development process. Standard phases of development process are described in the Table 4.1. In the design phase, decisions are typically made regarding the instructional strategies and supporting media, which will be used to meet, defined learning objectives. A decision to use the Internet or World Wide Web as a delivery vehicle does not immediately define the types of authoring and development tools that will be used. That decision depends on what instructional strategies the Internet will be used to support, in what capacity the Internet will be used to deliver those instructional strategies, what specific media might be embedded within an Internet environment to support those strategies, and the technical and organizational limitations of the instructors, designers and students. UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-16

Table 4.1 The Design Process for Web-based learning Phase Typical Activity Product Analysis Project plan Needs assessment Analysis report Audience analysis Content/task analysis Technical analysis and authoring/media tools selection Set learning goals and structure Design Learning objectives Instructional strategies and lesson designs Interaction design and media treatments Evaluation design Production Pilot testing Implementation Evaluation and Media production/sourcing Programming/coding Authoring and integration of media elements Pilot testing (field trials) and revision as needed Distribution of course Reporting and tracking Learning and effectiveness evaluations Design document with paper or electronic prototypes Tested courseware ready for implementation Implemented course Student learning Evaluation report and recommendations Planning and design are the first steps in implementing your Web-based classroom. Planning helps you decide exactly what you want to do with your Web-based classroom and how you will achieve it. The design of your Web-based classroom helps identify its structure and appearance. This chapter introduces a simple fivestep process that can help you plan and design your Web-based classroom. 4.1. Analysis For most people, the primary purpose of building a Web-based classroom is to improve the experience of the students and teachers of a class [McCormack, Colin and Jones, David, 1998] 2. Step 1: Develop a List of Educational Goals Inputs: An analysis of learners. Output: A list of educational goals you want to achieve. Write down answers for each of the following questions: 2 McCormack, Colin and Jones, David, 1998. Building a Web-based Education system. Published by John Wiley & Sons, Inc. UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-17

What are the problems with your learners? What are the factors that waste time make it difficult for the learners? What are the advantages or positive aspects of your learners? What do the participants most enjoy? What aspects differentiate your class from other classes? What would you most like to do with the learners? Most educators have plans that they would love to implement but can't due to several factors. The Web-based classroom and the available tools might make them possible. Develop a list of goals. Take your answers for the above questions and develop a list of educational goals that will help you address the problems, retain the positives, and achieve your aims. Not worry about practical implementation issues in this step. Step 2: Identify Implementation Methods Inputs: A list of educational goals you want to achieve and knowledge of what can be presented in a web-based classroom. Outputs: List of possible non-web based methods for achieving these goals. List of possible Web-based methods. Use a mixture of traditional and Web-based approaches. Learners have different learning styles, time constraints, abilities, and learning environments. It is a good idea to use multiple approaches to achieve the one goal. Don't attempt to use complicated technical or educational solutions, nothing discourages students more than technology that fails or doesn't provide significant advantages. Step 3: Prioritise Approaches Inputs: The output of Step 2. One blank piece of paper for each approach identified in Step 2. Outputs: A prioritised list of approaches. In most cases, you will not have the time or resources to implement all of the approaches the previous step identified. It is therefore necessary to rank each approach. The idea is that the best approaches are relatively inexpensive in terms of time and resources to implement and provide significant benefit to both staff and students. Note: Carry out the activities described in the course HTML format: User Needs Questionnaire Development, User needs analysis. 4.2. Designing the Structure Most Web-based classrooms evolve to provide access to a large amount of information, tasks, and resources. Any large collection of information must be structured in a logical and familiar manner. If it is not, the users of that information will not be able to perform the necessary tasks or access the required information. SLIDE 12 A Web site is actually a combination of two structures: the presentation structure and the storage structure. These structures can be exactly the same, completely different, or any combination in between. The greater the similarity between the two structures, the easier it is to maintain the Web site. The presentation structure is the mental model of the Web-based classroom's structure formed by visitors as they browse through the pages of the site. The storage structure is the hierarchy of files and directories (called folders) used on the Web server to store the classroom's Web UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-18

pages and other data. Figure 4. 1 in slide 12 demonstrates the relationship between the presentation and storage structures. Note: look at the example of Web-based classroom in the case study in course HTML format. 4.2.1. The Presentation Structure SLIDE13 The presentation structure defines how a learner can access and travel in the Webbased classroom. The quality of the presentation structure will influence whether or not visitors can find what they are looking for. There are three common types of presentation structure: hierarchical, sequential, and hypermedia. Each type of structure has its advantages and problems. Which will you use depend on the purpose of the pages you are designing and the tasks people want to do with those pages. The Hierarchical Structure. Much of the information uses a hierarchical structure. A hierarchical structure has a group of elements at one level, each of which can lead to other groups of elements. (Figure4.2. in slide 13). The presented example of the hierarchical structure is a standard model of the traditional classroom. Sequential Presentation Structure. A number of tasks performed in a Web-based classroom suit a more sequential presentation structure. Some examples include pages in a study guide or online text and the slides from an online lecture. As its name suggests, the sequential presentation structure makes it possible to move through a number of pages, one after the other. This presentation structure closely simulates the operation of a book and is familiar to most people. Note: The structure of this learning material is sequential. Hypermedia Presentation Structure.The advantage of this structure is that it allows more freedom to visitors so they can discover their own path through the information and make connections that make sense to them. The downside of the hypermedia presentation structure is that visitors can forget where they are and get "lost in hyperspace." This is a problem that you can combat with appropriate structure and a page layout that always provides hints to visitors as to their current location. The relationship between the presentation structures need not be an exclusive one. One set of pages can actually support multiple presentation structures. Note: Analyse the case study Structure of Learning Materials in course HTML format. 4.2.2. The Storage Structure SLIDE 14 All of the HTML pages, images, sounds, movies, and any other data that you distribute via your Web-based classroom must be stored in files on the hard-drive of the computer that acts as the Web server. The storage structure of your Web-based classroom is the structure formed by this collection of files and directories. In most cases, almost no restrictions are placed on the organization of the storage structure. One requirement is to place all the HTML pages, sound files, and other data for a Web-based classroom into one directory. Although this is possible and can be quite simple with a small collection of data, it can make maintenance quite difficult UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-19

as the number of files in a Web-based classroom grows. Maintenance can be considerably easier if directories are used to separate and organize files hierarchically into sections. It is not necessary for the storage and presentation structures of a Web site to be similar, but it can make maintenance easier if there is some correlation (Figure 4.3. in slide 14). Note: Read guidelines for structure design in course HTML format. SLIDE 15 A well-designed appearance will make your site easier to navigate and will motivate and attract learners. Step 4: Structure Design Inputs: The output of Step 3. A prioritised list of approaches. Outputs: A presentation and storage structure for your site. Develop a list of tasks available from your Web-based classroom. Group the tasks into related collections. Give the name to collections. These names later will be used as either titles for Web pages or as the names of directories. Organize collections into a sensible hierarchy. Figure 4.4.in slide 15 shows two different structures for the same amount information. The narrow but deep structure means that users will have follow many links to get the information. The deep structure complicates navigation, but is useful for information administration. Too broad a structure means that a page can become cluttered with a large number of links. Record the collections and structure. For each collection record the names, the tasks within each collection, and the hierarchy. Diagrams like those in Figure 4.3 may be useful in this step. Develop the storage and presentation structure. A simple approach to this is that each separate collection has its own directory; each task with a collection name becomes a Web page that is the default page within its directory (for instance, index.html), and each task within a collection has its own directory and becomes the default page for that directory. This approach has the advantage that it is quite simple and straightforward to develop, and the resulting presentation and storage structures are very similar. However, it can result in quite long URLs. Note: Read about limitations of the technology and general considerations in the course HTML format and [McCormack, Collin and Jones, David, 1998]. Carry out the activities described in the course HTML format: Design of presentation and storage structure 4.3. The Layout The layout of a page deals with how its contents are organized. Page Components and Templates Using a page template for the Web-based classroom is one approach for creating a consistent appearance. A page template is a skeleton Web page that contains most of the structure and components that form the presentation you have designed. The idea is that each new page for your Webbased classroom is created by taking an empty template and providing the content for the new page. Many modern Web publishing tools support the concept of page templates; some even supply a collection of example templates you can modify and use. UNESCO, 2000. TRAINING OF TRAINERS AND USERS IN THE FIELDS OF CULTURAL EDUCATION 4-20